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Journal : JURNAL CERDAS PROKLAMATOR

EFEKTIFITAS PENGEMBANGAN MODUL BERBASIS BUDAYA DAERAH PESISIR SELATAN SUMATERA BARAT Syafni Gustina Sari; Ira Rahmayuni Jusar
Cerdas Proklamator Vol 7 No 2 (2019): JURNAL CERDAS PROKLAMATOR
Publisher : Program Studi PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/jcp.v7i2.33

Abstract

Education and life is a relationship between process and content, namely the process of cultural takeover in the sense of civilizing humans, another aspect of the function of education is to process culture into mental attitudes, behavior, and even the personality of students. Based on the Kompas news quote, the problem that occurs a sense of pride and concern for preserving culture is less embedded in Indonesia's young generation today. Their interest to learn it is lacking (Kompas, 2018) This has an impact on schools, one of the most important elements in schools is students. Students are less familiar with culture, especially the culture in the environment they live. Therefore it is necessary to develop a culture-based module in the Pesisir Selatan so that students do not only consider mathematics only abstract but also concrete. The purpose of this study is to see the effectiveness of using culture-based modules. This type of research is research and development (R&D). effectiveness is obtained by providing a test of learning outcomes after the use of regional culture-based modules. From the research results, it is found that the use of culture-based modules is very effective.
PENTINGNYA PEMAHAMAN PERBEDAAN INDIVIDUAL (INDIVIDUAL DIFFERENCES) BAGI CALON GURU SEKOLAH DASAR Syafni Gustina Sari; Mudjiran Mudjiran
Cerdas Proklamator Vol 8 No 2 (2020): JURNAL CERDAS PROKLAMATOR
Publisher : Program Studi PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/jcp.v8i2.59

Abstract

Guru merupakan salah satu unsur terpenting dalam perwujudan kurikulum. Guru yang secara langsung berhubungan dengan objek pendidikan yaitu siswa. Individual siswa memiliki perbedaan yang unik. Perbedaan individu ini mencakup banyak hal yang terdiri dari fisik, tingkat intelegensi, kepribadian, psikologi, perbedaan kecakapan bahasa dan Gaya Belajar. Sebagai calon guru sekolah dasar, aspek ini sangat penting dipahami karena perbedaan individual ini akan terlihat dengan jelas ketika SD. Penelitian ini dilakukan dengan metode studi kepustakaan untuk mengetahui pentingnya pemahaman individual differences bagi calon guru sekolah dasar. Untuk itu, mata kuliah yang diberikan sebagai dasar dalam pemahaman perbedaan individual ini seharusnya menjadi perhatian penting bagi calon guru khususnya sekolah dasar.
ANALISIS DAMPAK PELAKSANAAN PROGRAM MBKM TERHADAP TENAGA PENDIDIK DI PRODI PGSD FKIP UNIVERSITAS BUNG HATTA DALAM MENGHASILKAN LULUSAN YANG TANGGUH BERSAING DI ERA GLOBAL Zulfa Amrina; Arlina Yuza; Syafni Gustina Sari
Cerdas Proklamator Vol 9 No 2 (2021): JURNAL CERDAS PROKLAMATOR
Publisher : Program Studi PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/cerdas.v9i2.101

Abstract

This article aims to describe the analysis of the impact of the implementation of the MBKM program on Educators at the Bung Hatta University PGSD FKIP Study Program in producing graduates who are tough to compete in the global era. The type of research used is quantitative with a descriptive approach. Data collection techniques using a questionnaire. Data analysis used descriptive statistical techniques, namely data collection, data reduction, data presentation and conclusion drawing. The validity of the data is done by increasing the persistence and triangulation techniques. The results show that 1) Educators (Tendik) know that most of the policy content comes from the Ministry of Education and Culture's online channels (websites/websites, social media) and others from offline/online socialization activities organized by universities. 2) Tendik did not understand the contents of the policy on MBKM because he answered incorrectly the number of credits and semesters of MBKM implementation. 3) Implementation of the MBKM program on improving hard-skills and soft-skills for students is considered by Tendik to be lacking. 4) Tendik is satisfied with the MBKM program, but there are still many obstacles, such as funding, human resource capabilities and regulations.